Sheral,
Thanks for the examples! It provides some great insights as to how accommodations can "even the playing field".
Sarah Smoger
In my experience, when students declare a disability for the purpose of requesting accommodations, they have either struggled or fear that they will struggle with content or expectations of their work. As part of the determination process (interviewing the student, securing documentation of their conditions), I've been upfront that we are working to level the field of opportunity for them...there is no special track toward completion solely based on their status. In most cases I have experienced, students are reluctant to disclose due to stigma or having others think they have been granted an easier path. So, when they are using accommodations, they are appreciative and motivated.
Mike McKinley
DOE, Independence OH MJCC
My experience is with my son. He has history of CP and has an orthopedic deficit/difficulty with fine motor skills.
His school provides computer controlled writing software because he has difficulty holding and maneuvering a pen/pencil.
The software provides him with the facilitation to "write" answers on tests, to spell, and to complete "writing " assignments such as essays or creative writing. It does not make spelling corrections, tell him the answers, or give him other grammatical cues. Hence, he has equal access, but he is not necessarily more likely to get a good grade, ect.
The purpose of supplying a student accommodations within an academic environment is to give the student the same advantages other students may not require. For example, a student who has been diagnosed with dyslexia can request more time to build written papers or take assessment exams. However, it does not imply that the faculty member must grant the student 100% on these activities based on the disability. The student must still earn the awarded points for the respective activity.
this is giving people with disabilities the access to success same to those without disabilities. however the accommodations must be fair
Personally, I have only had students that needed extra time to take exams. Although they had the extra time, they did not use it. But, if they were to fail a test and took the extra time, I can only give them the grade they received because that is the grade they earned.
As much as educators have embraced the "leveling the playing field", I believe they still need to be diligent in determining those students who are abusing the 504 and ADA rules for self advancement as it creates a stigma for those that truly deserve the consideration.
I am very fortunate to work in an educational environment that not only facilitates access but also goes above and beyond in providing services to all students to facilitate success. In addition to reasonable accommodations, this program has been put into place and ensures all students have the equal opportunity to succeed. This program promotes student success through counseling, guidance and mentorship. It can be accessed voluntarily or through referral and does not discriminate - all are welcome to participate. This is clearly an example of an institution choosing to do more for its students.
I have minimal personal experience with providing accommodations to students with disabilities, but from the readings I can see how services focused on success can easily be confused with services to faciliate access. For example, we offer group exam review sessions in many of our courses. Based on this training, an accomodation would be anything that assists the student to participate fully in the group review. I realize that accomodations are specific to the individual student, but for this discussion accomodations for the group review may include a sign language interpreter for a student who is deaf or access to ditital handouts for a student who is blind. Where the success versus access becomes confusing for me is in relationship to learning disabilities and ADHD. In this scenario, would a potential accomodation include a one-on-one exam review with a student who has a learning disability? If not, what accomodation might be approriate, if any, in this situation for a student who has a learning disability?
I have been in higher education (online) for the past nine years in an administrative capacity. When I first started, rarely, if ever, was there a mention in online education about disability accommodations. Fast forward to today, when I routinely get 3-4 requests every week. At each institution that I have worked at, we have always taken the responsibility to even the playing field for students very seriously. Many of the students who request and are granted accommodations go on to be successful students; however, a number do not. This is no different from non-disabled students - many succeed, but some do not. Most importantly is the fact that students with disabilities are at least given the chance at success.
I haven't had much experience in providing accomodations to students with disabilities, but in the little experience I do have the students are provided with the accommodations they need to be successful. For example, I have a student in clinical that is deaf in one ear. The college has provided her with an amplified stethescope so she can perform the same head to toe assessment that the other students are performing. I had a student several years ago that had a severe language barrier. He was offered English classes to help with the barrier, but declined. The schools I have been involved with provide accommodations to qualified students with disabilities and assist them in acquiring reasonable and appropriate accommodations so they can be successful at nursing school.
If there is clarity in understanding the legal side of accommodations with the student, we are able to identify the difference. The access piece refers to the schools responsibility, while the success piece is a highlight leaning toward the student's responsibility.
Crystal,
Interesting. I do think this probably happens from time to time, I think we'd be ignorant to think otherwise. However, I don't think there is any way to distinguish between those who are simply ill prepared and those who have a legitimate need. Obviously, if the student has provided appropriate documentation from an appropriate professional and has had testing done which indicates explicit functional limitations, the accommodation is most-likely warranted.
Sarah Smoger
Is it wrong that I believe sometimes students manipulate their accommodations? I am a learning support specialist at a community college, and I proctor many tests in the name of "untimed testing" or "testing in a quiet area." Although I thoroughly believe these accommodations are necessary and warranted, I also question the authenticity of the need of students in specific situations. For example, my institution requires a major writing test to be administered in a one-hour timeframe, and the guidelines are quite stringent. I have proctored the test for those with accommodations and watched those students attend the test ill-prepared, leisurely draft and then rewrite the tested material, and take ample time to proofread the final draft. This in my opinion is facilitating "success" instead of "access." Out of concern for fairness, I took my concerns to my director, and together we decided that even "extended time" in such crucial instances should have its limitations. Am I wrong to be suspicious from time to time? I am certainly not a pessimist, and I help many students every day - but sometimes I feel like accommodations give some students a feeling of entitlement.
Melanie,
This is a great post with great examples. Your questions are very interesting. I can only provide my opinion here, which is, if a student understands that the course they are taking will not meet the qualifications needed to be certified but makes the decision to proceed, then that's their choice (again, as long as the institution if truthful and providing full disclosure). Otherwise, we have a real ethical issue here, don't we? In the last case, some outside of the box thinking could be very beneficial to both the student and the institution, right?
Sarah Smoger
Loleta,
I agree that this is a very important step in working with students as they begin their post-secondary education. It can be a struggle sometimes when we have a younger generation in which their experience in grade/high school has been any accommodation, modification, academic adjustment is made so that the student can find academic success-whatever that means. Many students are entering college feeling that any request for accommodation, specifically what was afforded to them previously, should apply regardless to their college experience, which isn't true. We spend a great deal of time educating new students (and usually their parents) about the differences between high school and college level course work. It's eye opening form them to say the least.
Sarah Smoger
Jeremy,
This is a great example of how a simple accommodation can make a huge difference in a student being successful or not academically.
Sarah Smoger
Tawnyn,
I am sure that your students appreciate your willingness to share your insight into the industry as well as the time and effort you put into them. Many times, a single instructor willing to go above and beyond for his/her students makes all the difference in how they approach further studies and the field.
Sarah Smoger
Darien,
I agree. I think you have the right idea here.
Sarah Smoger
I agree with this quote stating that all people should have access to the appropropriate tools required for equal access. From personal experience, I cannot think of a previous circumstance that violated or abused this right. Equality is the key.
